Description: My class is called the teddy
bear class but you can adjust thisbulletin board idea to fit the name or theme
of your classroom.

I cover the bulletin board with light blue
paper and put a sunny yellow border around the edge. I then sponge on clouds with
white paint. I cut out a teddy bear shape for each child and our two teachers.
Using the Polaroid I-zone camera with sticker film, I take a picture of
each child during our orientation (which is a week before school actually starts).
I trim the edges off the photographsand peal the film off the back of each picture.
Stick the picture to the face area of the teddy bear. With a dark marker
I write each child's first name and their birthday on the tummy of their
bear. Float the bears in the sky all over your bulletin board.

Comments: This can be done at Christmas as
well. Each child has a picture on apresent under the tree, showing that children
are our greatest gift.

School TourFamiliarize students with school personnel
during this prek and kindergarten lesson by Julie R.

Description: Tell children that you have a
story about your bear and his adventure.Introduce your bear and then begin reading
Corduroy making sure you have your bear on your lap or where children can see
it. I time my reading right before my morning PE class and stop where Corduroy
jumps off the shelf and goes up the escalator.When the students leave the class I take my
bear to the nurse's office. When the students return to class I
point out that Corduroy is missing (if a student has not already noticed).
I tell them that we must look for him. Then I take my studentson a tour to look for Corduroy and at the same
time meet important people in our school and find out about their job.We ask each important person if they have seen
a brown bear with green overalls, the secretary says no and directs
us to the principal, etc. We find the bear at the counselors office
where she lets us know that just as she has helped Corduroy feel better
when he got lost, she is here to help us at anytime.

Nap Time SongLori offers this song to help children
calm down for nap time saying, "Do what the song says, but don't be rowdy
with it. Sing this in a very soft tone".

Description: In advance, teachers take the
construction paper teddy bear and make a puzzle out of it by writing the
child's name on it and cutting it into pieces. Depending on the age and
ability of the children, cut the teddy bear into only a few pieces for
younger children or more pieces for older youngsters. Children have to
recall their name and put the puzzle back together. You should have a outline already made up for
the children to help guide them with the puzzle. This activity will
help children recognize their names and the letters in their names.

Comments: You can use any kind of animal or
any other pattern.

Teddy
Bear GameJennifer B. offers this game saying,
"The objective of this activity is for children to do rote counting, individually,
by groups or in pairs. They experience a game with rules that requires
turn taking and co-operation."

Materials: A large piece of paper (heavy kind),
a dice or you can make one on own,and Teddy Bear manipulatives

Description: The first thing I do is to prepare
the game piece on the heavy paper. I choose where I want the children to
start from and where they will end. Where they begin, I draw
a cave with a bear standing in front of it. At the end, I draw a tree with a honey hive and bees flying around
it. I draw a winding path all over the paper with bear prints, from
the cave to the honey tree. After I draw the beginning, end, and path
way, I draw some stuff all around. I draw a river between paths,
trees, bushes with berries, and a mountain side. You can be as creative
as you like. I show the children how to play it once and
let them explore it as they want during their center time.

Comments: As you introduce this game teachers
may want to watch or participate if it is the first time children are
playing with this type of game. It takes patience, for youngsters
to have to wait their turn. It is also best to laminate or
cover the game with clear contac before placing in a center/classroom
area.

Description: We live in an area where there
are a lot of bears so we discuss bear safety with the children. Have them bring
in a teddy bear for a teddy bear picnic outside. Sing and listen to "Teddy Bear
Picnic". Discuss what to do if you see a bear. Information can be found
on the internet.

Never feed the bear

Don't walk in the woods alone

Make a lot of noise and run to a safe
spot i.e.. in the house, car etc.

When camping don't leave food in your
tent

Storybook: The
Teddy Bears' Picnic
by Jimmy Kennedy and illustrated by Alexandra Day There are more picture book suggestions in Preschool
Books Listed by Theme

Cooking:
Sand CupsYoungsters use fine motor, sensory and math
skills during this cooking activity that Traci R. uses as part
of a beach / summer unit.

Description: If I have a small group I let
the children assist me in making the pudding (measuring and pouring the
milk and stirring). Otherwise, I make the pudding ahead of time.
I give each child a ziplock bag and mallet or rolling pin.I let them count 5 vanilla wafers and put them
into the bag. They then crush the cookies by rolling or hammering.I give them each a cup ½ full of pudding.
Next, they sprinkle the crushed cookies on top (the sand). I give
each child an assortment of teddy grahams, goldfish, and gummy bears to
decorate the beach scene.

Game:
Teddy Walk the PlankPromote counting, 1 to
1 correspondence and co-operation in pre-school and kindergarten with
this turn taking game by Wendye H.

Materials: The Plank (see below), the teddy
(or other marker), one large dice.Whole class (2 teams) or pairs (later).

Description: Make a long game board that looks
like a long ladder with about 21 rungs. This is the Plank.Lay this plank on the floor. Place the teddy
(or other marker) in the center spot.Roll the dice. Highest goes first. Children
sit either side of the Plank.Roll the dice and move the teddy in that direction
the number shown on thedice. Counting each space 1, 2, 3, 4, etc.

Next team rolls the dice, they turn
the teddy (about face) and move the teddy the number shown on the dice
again counting 1, 2, 3, 4, etc. Teams continue turning the teddy to go
their way and moving etc. The game ends when the teddy walks off the plank.

Sing
and dance the Bear Hokey Pokey.Put your left paw in, Take your left paw
out,Put your left paw in and shake it all about,You do the hokey pokey and you turn
yourself about.That's what it's all about!You put your right paw in, etc.

Make honey biscuits for snack. Make biscuits,
put honey on top.

Make
a bear: Have a full body bear pattern. Ask the children to
color or paint. You'll have to help the youngsters cut it out.
Glue together, or use brads so that the parts will move.

Dramatic
Play with Blocks: The Three BearsHere is how Sue M. provides an opportunity
for children to act out a story and think about building while using
blocks as models. Teachers can focus on size discrimination, hot/cold,
soft/hard and manners during this dramatic storytelling activity.

Materials: Unit blocks, pictures of
the 3 bears and Goldilocks taped on to sequential corresponding blocks,
3 small, medium, and large bowls (all on the smallish size).

Description: The teacher tells the children
that she is going to tell the story ofthe three bears using the blocks. She shows
them the three bears. Then indicates that she needs to build the
three bears house to tell the story. First she builds a large enough table
for all three bowls. Next, she speaks of needing a chair for baby
bear and talks out loud about choosing the blocks that could make Baby
Bear's chair.Then she thinks aloud (talks) about mother
bear's chair needing to be bigger than baby bear's chair in order to decide
which blocks will work. Finally, she thinks aloud about Papa's chair
indicating it needs to be the biggest yet, bigger than momma bear's.Then the teacher builds a square around this
living room scene. She continues in the same manner with the beds.
When the scene is set, the teacher acts out the story using the bear blocks.
This scene is left to be used during play time. The children could
act this story out for other children as well.

Comments: The children were enthralled with
the activity. They watched as the teacher modeled her thinking and interjected
ideas that could help the teacher. They also enjoyed using the props. With the
youngest children, it worked better to have the scene set up and just
tell the story.

Sequencing
with Goldilocks and The Three BearsEncourage the recognition of size relationships,
sequencing, language arts and dramatic play with these ideas from Teriann
T.

Materials: Goldilocks and The Three Bears
storybook, wallpaper books (or other colorful patterned paper), three sizes of circular
objects for children to trace, (plastic plates, bowls and cups work best),
scissors, glue and construction paper.

Description: We read and act out the story
of Goldilocks and The Three Bears, emphasizing the relationship to baby bear (small),
mama bear (medium) and papa bear (large).

At the art center table, have wallpaper book
pages available for the children to trace all three circle objects on, so that
they end up with colorful small, medium and large circles to clue onto a bigger
sheet of paper. If desired, and time willing, let them make a collage with
several circles of all different sizes, not limiting them to just three!

Other options are having cardboard stencils
cut out for them with the porridge bowls, chairs and beds in all three sizes as
well. This could be an entire week of language arts!

Materials:1. A printable picture of corduroy (missing
one button of course)2. Crayons3. Buttons4. Glue5. Child Safety scissors (if you wish
to have the children cut the bear out)

Description: After reading the book Corduroy
by Don Freeman, a great center activity is to have the children color
a picture of Corduroy. Remember his over-alls are green and the
bear himself is brown. Cut out the bear if you choose to.
Then have the children glue a button on where his button is missing.

Another great extension is to send the bear
home with the children along with a copy of the book Corduroy for the
family to enjoy together. They then keep the bear at home and return the
book for the next child to take home. Don't forget to have the parents
write about what the family did with the bear and the book.

Comments: The children love that they have
their very own Corduroy and it is very cost efficient for me as opposed
to buying a stuffed bear that usually needs to be replaced after a few
years.

Sensory
Touch BearBeth B. encourages youngsters to participate
in the construction of this sensory bear that has different textures on
his hands, feet, ears and tummy.

Description: Teachers precut a "Brown Bear"
which children glue onto a piece of paper. Then the children glue on tuffs
of cotton to the Bear's ears and fabric squares to his hands. Next, glue
the small squares of sand paper to his feet. With a smooth tummy you have
the TOUCH BEAR.

Sensory
Coffee BearEncourage the recognition of size relationships
and the exploration of the senses of touch and smell during this teddy
bear activity by Bonnie.

Description: Cut six small circles out of
brown construction paper, two for the ears, two for the arms and two for the legs.
Cut two medium circles, one out of brown construction paper for the head and one
out of white or cream colored construction paper for the tummy. Cut
one big circle for the body of the bear.

Glue the two ears on the head, glue the head
to the body, glue arms and legs to the body and the cream or white colored tummy
onto the body. Spread glue onto the white or cream colored tummy and cover
with coffee grounds. Draw on the face.

Comments: I used this craft with my Teddy
Bear Theme. It was a big hit and the parents loved the smell of
coffee. You can also use Cinnamon.

Color SongSherry G. teaches Kindergarten children about
colors and how to spell color words with this song. Improvise your own
tune.

Description: I put each color on a chart and
display in the classroom. I also make a smaller version into a book for the students.
I write the color word in the color. I use bears but you can use whatever. I put
one bear on the first chart, two bears on the second, etc. I put the bear pictures
at the bottom of each color chart.

COLOR
SONG The first in line is red He just got out of bed Spell the color r-e-d The first in line is red

The second one is green He doesn't look so mean Spell it g-r-e-e-n The second one is green

The third in line is blue Spell it b-l-u-e Blue is who I see Looking at me

The fourth in line is brown He is sitting down Spell it b-r-o-w-n The fourth is sitting down

Purple is the fifth in line Doesn't she look fine p-u-r-p-l-e Purple is fifth in line

Sixth in line is yellow He is a cute fellow y-e-l-l-o-w Sixth is yellow

o-r-a-n-g-e Guess who I see Orange is seventh in line Let's shout with glee

Black is last in line Doesn't he look fine b-l-a-c-k Black is eighth in line

Materials:
Chocolate Teddy Graham cookies (5 or 10 per child), snack size baggies
(zippered baggies works best), and the storybook WHERE'S MY TEDDY?by Jez Alborough. Optional: Prepare sheets
of paper for each child with the numbers 1-10 written in a row.

Description: Give each child the numbered
sheet of paper (if you feel it is age appropriate). Give each child a bag of teddy
graham cookies (5 or 10 cookies per bag). With younger children you can
just sing the song and take 1 cookie out of the bag as you go along (rather than using the
numbered sheet of paper).

Explain to the children that the sheet of
paper is the teddy bears' bed. We place the teddy bears on the bed
one at a time. I tell the children to find number 1 on their paper. I
show them what number 1 looks like. They are then told to take 1 teddy
bear out of the bag and put the teddy below number 1. We continue doing
this until there are no more teddies LEFT in the bags. Then we count the
10 teddy bears that are on the paper. We now sing the song ROLL OVER.
As children eat teddy cookies they are introduced (concrete) to subtraction.

There were 10 in the bed and the
little one said,"Roll over, roll over" So they all rolled over and one fell
out(eat the cookie
below number 10 and continue singing)

There were 9 in the bed and the little one
said, "Roll over, roll over."(continue eating 1
more cookie as you go along ....until you get to..)There was one in the bed and the little one
said,"Alone At Last!"(eat the last
cookie! Yummy!)

Read the storybook WHERE'S MY TEDDY? by
Jez Alborough. This as a cute story about a little boy and a BIG BROWN bear.
They get their stuffed teddies mixed up!

Literacy:
"Let's Go On A Bear Hunt"Youngsters practice listening
skills, sequencing concepts and use of memory skills along with rhythmic coordination
during this classic early childhood chanted story.

Description: Instruct
children to listen and watch carefully so that they can echo each phrase
and imitate the motions as they accompany the story. Begin by patting
your hands on your thighs to make a "footstep" sound and create a beat;
chant each phrase rhythmically, pausing to allow the children to echo
the the phrase. Once you have found the bear, "run" back home by
rapidly patting your thighs with your hands. Teacher
chants each phrase and then children echo each phrase.

Lets go on a Bear Hunt
(children echo and continue to do so)We're going to find a
Bear Open the door, squeakWalk dow the walkOpen the gate, creakWalk down the roadComing to a wheat fieldCan't go under itCan't go over itHave to walk through
it(Stop patting your thighs
and rub you handstogether to make a swishing
sound)

Got through the wheat
fieldComing to a bridgeCan't go under itHave to walk over it(Stop patting your thighs
and pound your fists on your chest)

Over the bridgeComing to a treeCan't to under itCan't go over itWe'll have to climb it(Stop patting your
thighs and place one fist on top ofthe other in a climbing
motion.)

All the way to the top(Salute and look from
one side to the other.)Did you see a bear?No (shaking
head)We'll have to climb down(Place fist under fist
to climb down.)

(Resume patting your
thighs)Coming to a riverWe can't go under itWe can't fly over itWe'll have to cross itLets get in the boatAnd row, row, row(All sing "Row, Row,
Row Your Boat:accompanied with a rowing
motion)

We got across the riverWe're coming to a caveWe can't go under itWe can't go over itWe'll have to go in itLet's tip-toe (Use fingertips to pat
thighs.)

(Whisper)
It's dark insideIt's very dark insideI can see two eyesAnd a big furry body

(Yelling)
It's a BEAR...RUN

Patting your hands very
quickly on your thighs, run back to the river, row the boat across the
river, run to the tree, climb up and climb down, run to the bridge and
cross it, run through the wheat field, run up the road, open the gate
(it creaks),
run up the walk, open the door (it squeaks),
SLAM IT! (Clap hands together.)

Hide
The Bears.Children use fine motor skills to create paper
teddy bears at the beginning of this activity by Sabrina.

Materials: Construction paper, scissors, crayons,
etc.

Description: First you want to draw a bear
on each of the construction papers - big enough so that children can hide them and also
find them. Then have your children cut out the bears and decorate them
any way they want. After they are done, collect the paper teddy bears
and hide them. Ask the kids to close their eyes then hide the bears. When
you are done hiding the bears, have the kids look for the bears that they
made.

Handmade
Bear Puppets Encourage youngsters to use their fine motor
skills with this puppet making activity from Theresa T.

Description: Provide each child with one brown
lunch bag that has a face already drawn on it (older preschoolers can draw their
own faces). Teachers or older preschoolers, make and cut out ears
and hands for the Teddy Bear so youngsters can glue them on and let the
children color the bear. Very young children may need your assistance.

Teddy
Bear SongDana B. suggests
this variation on an old classic.

Materials: 5 paper cut outs of bears with
the letters T-E-D-D-Y

Description: Sing to the tune of B-I-N-G-0
But change it to T-E-D-D-Y!There was a boy (or girl) who had a bear and
Teddy was his name-o, T-E-D-D-Y etc.

Literacy:
Prepositions BearsUse this game by Dana B. to help children
learn prepositions.

Materials: Toys bears and a box (optional).

Description: Play a game of Simon
Says. Counter bears can be used or kids can bring their own teddy bears. Have Simon
tell the kids to put their bears in a box, beside them, behind them etc.

Materials: Box with a lid, your favorite story
book, props that go with the story. For example you can make flannel board pieces.
Use what ever props that go with your story.

Description: This activity is exciting for
young children. My book-in-a-box is the story Jesse
Bear What Will You Wear. I decorated the outside of the
box with pictures like those in the story.
Inside my box I put the flannel pieces for retelling the story, a pair of blue shorts,
blue shirt, sandbox and shovel, bubbles, the book, Jesse Bear What
Will you Wear, and a small teddy bear dressed like Jesse Bear. I introduce the box to the children by reading
the story and telling the flannel story. I show the children the
items that are in the box. The box is placed in the dramatic play
area and the children may put on the clothes and pretend to be Jesse Bear,
acting out the story. It is best to have several boxes made up for
the children to use.

Comments: When choosing a story, make sure
it is one that is easy to use as a flannel board story.

Materials:Small stuffed bears (at least 10). These
can be purchased at rummage sales and Goodwill stores cheap. Quart
size baggies and small hand made blank books made from any paper materials

Description:Put the books in the baggies and tie them on
the backs of the bears so they look something like a back pack. Children
are allowed to choose a bear to take home and write / dictate a story
about the day they spend with the bear.I include a note in each bag asking parents
to let the child keep the bear with him / her all evening and return it
the next day after drawing pictures or writing stories about their day.
They return the bear and another child chooses the next day.

I usually let five children each day take
a bear until everyone has had a turn. It works great. We share the books
upon return.Comments: This really adds to a unit on Teddy
Bears.

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